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He's too young to learn about that s...

Husband, Terry, Jr.

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He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom./
作者:	Husband, Terry, Jr.
面頁冊數:	253 p.
附註:	Adviser: Cynthia B. Dillard.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3312966
ISBN:	9780549626640

He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom.
Husband, Terry, Jr.

He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom. - 253 p.

Adviser: Cynthia B. Dillard.

Thesis (Ph.D.)--The Ohio State University, 2008.

Critical multicultural theorists (i.e., Banks, 1994; Derman-Sparks, 1993; Lee, Menkart, & Okazawa, 1998) call for early childhood teachers to utilize critical and anti-racist approaches in their classrooms as a means of identifying, resisting, and ultimately eliminating racist structures within schools. Giving pensive consideration to this call, the purpose of this critical action research study is to examine my teaching experiences while teaching critically about African American history through the use of critical, anti-racist pedagogy. The overarching research question that drives this research is: How does teaching critically about African American history influence the perspectives and understandings in my 1st grade classroom?

ISBN: 9780549626640Subjects--Topical Terms:

1017673
Black Studies.

He's too young to learn about that stuff: An examination of critical, anti-racist pedagogy in an early childhood classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1642.
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520 $a Critical multicultural theorists (i.e., Banks, 1994; Derman-Sparks, 1993; Lee, Menkart, & Okazawa, 1998) call for early childhood teachers to utilize critical and anti-racist approaches in their classrooms as a means of identifying, resisting, and ultimately eliminating racist structures within schools. Giving pensive consideration to this call, the purpose of this critical action research study is to examine my teaching experiences while teaching critically about African American history through the use of critical, anti-racist pedagogy. The overarching research question that drives this research is: How does teaching critically about African American history influence the perspectives and understandings in my 1st grade classroom?
520 $a This study is informed by both qualitative and teacher research paradigms and employs a critical action research methodology (Kemmis & McTaggart, 1998). More specifically, as the teacher/research in this study, I developed and implemented a 9-lesson unit on African American history in my classroom based in critical, anti-racist perspectives. Data was collected through self-observations, field notes, teacher researcher journal entries, and student documents.
520 $a Data analyses yield two important broad findings. First, dialogue operated and was used in various ways to contribute to what I call 'critical racial consciousness' in and among the students in my classroom. Second, multiple tensions as I engaged with the curriculum, students, and parents throughout the duration of the study. Further, implications for early childhood practice and teacher education are discussed, along with recommendations for future research in this area.
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